"Debbie, can you recommend some books about Thanksgiving?"

I get a lot of email during October and November, from people who are growing in their awareness that children's books about Thanksgiving:

• Misrepresent historical facts
• Stereotype Wampanoag people
• Erase the Wampanoag people by failing to name them (defaulting to the general "Pilgrims and Indians" or "Pilgrims and Native Americans") 

Invariably, the books as a whole depict a happy gathering. Some people want "the other side of the story" or what they imagine as a "balanced" depiction of "the First Thanksgiving." 

That might seem a reasonable thing to want, but it limits our presence to the past tense. You might be surprised to learn that a lot of Native people tell stories about how this or that person was shocked to learn that we are still here. 

With their stories in mind, I offer something other than "books about Thanksgiving." I recommend books written by Native people. The topic is unimportant. What is important is that you--the adult reading the story--can use present tense verbs to talk about the author and book you have chosen to read. Using these books, you are interrupting the massive ignorance out there in so many people (the shock on learning that we're still here). 

Choose Josie Dances.  When you read it, you can say "Josie Dances is written by Denise Lajimodiere and illustrated by Angela Erdrich. Both of them are citizens of the Turtle Mountain Band of Ojibwe." 

As you read it you can point out the parts of the story that show readers it is set in the present day. You could draw attention to the page that talks about how Josie's family worked all winter long, to get her ready to dance. I especially love this page, of a woman at a sewing machine: 

There are a lot of terrific books you can use! I won't list them here. Instead, I recommend you spend time with the book lists we've got at AICL's Best Books page. It means stepping out of that quest you're on for a book about Thanksgiving. It means re-orienting yourself. It means thinking hard about the holiday itself. I think it also means that you care about your children or students and what they get from you. 

Highly Recommended: ALL BOYS AREN'T BLUE: A MEMOIR-MANIFESTO by George M. Johnson

All Boys Aren't Blue: A Memoir-Manifesto

Written by George M. Johnson 

Cover Art by Charly Palmer

Published in 2020

Publisher: Farrar Straus Giroux (Imprint of Macmillan)

Reviewer: Debbie Reese

Review Status: Highly Recommended

****

The author of All Boys Aren't Blue is not Native, but on occasion, someone will ask me about the Native content in a particular book. That's the case this time. Here's the description:

In a series of personal essays, prominent journalist and LGBTQIA+ activist George M. Johnson explores his childhood, adolescence, and college years in New Jersey and Virginia. From the memories of getting his teeth kicked out by bullies at age five, to flea marketing with his loving grandmother, to his first sexual relationships, this young-adult memoir weaves together the trials and triumphs faced by Black queer boys.

Both a primer for teens eager to be allies as well as a reassuring testimony for young queer men of color, All Boys Aren't Blue covers topics such as gender identity, toxic masculinity, brotherhood, family, structural marginalization, consent, and Black joy. Johnson's emotionally frank style of writing will appeal directly to young adults.

I finally got a copy of the book and like so many others, was pulled in to Johnson's writing. There is such care in these essays! Some evoked tears. Chapter 10, "A Lesson Before Dying" is about his grandmother. The tears are about death but more than that, they're about truth. About being real with each other. What that feels like, why it matters so much. 

My heart squeezed as I read Johnson's essays about his identities. He is Black. He is gay. I thought of the many young people who have already read his book and through Johnson's words, been wrapped in an embrace of who they themselves are. As I write this review, Johnson's book is showing up on banned book lists. My heart aches for those who are watching all that happening. It is an assault, on them, but the outpouring of support for Johnson signals a perseverance in the face of hate. 

Now: the Native content. Chapter 5 is titled "Honest Abe" Lied to Me. 

When I read the words in that title, I nodded. In that essay, Johnson writes about elementary school, third grade, especially, and the history they were taught (and performed) in a play about Thanksgiving, the Revolutionary War, the signing of the Declaration of Independence and the Emancipation Proclamation. He writes about a Thanksgiving poster that used to hang on the school that showed (p. 87):

... American Indians sharing food with the Pilgrims at the first Thanksgiving. 

   *takes deep breath*

What it doesn't show is that the Pilgrims stole the American Indians' food when they first arrived on the Mayflower, because they weren't prepared for winter. 

I like that Johnson includes that because that particular holiday is coming up and kids across the country are being miseducated about it. Johnson's critique might not be noticed by some readers, but others--Native ones, especially--will notice and appreciate it. 

Johnson's in-depth questioning of the history he'd been learning began in junior high (page 93): 

We learned that Abraham Lincoln wasn't all he was cracked up to be. We learned about the Emancipation Proclamation, but also read some of the statements he made that weren't in the history books. The ones that were disparaging toward Black Americans and the fight for equality. 

And (p. 93-94),

We learned that Lincoln had many thoughts that never seemed to make it into the pages of the history books.

He shares some of those statements made by Lincoln, including this one (p. 94):

"My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone, I would also do that."

Two years ago when Jean Mendoza and I visited a high school class that was using An Indigenous Peoples' History of the US for Young People we learned that Black students were taken aback by what we included about Lincoln. 

There was--and is--no reason for anyone to go through painful moments learning the facts about Lincoln or any other person or moment in history. The information is available. Johnson and the students we worked with that day are, essentially, speaking clearly to those who will listen: tell the truth about history! 

Truth. 

That's what I find in All Boys Aren't Blue. The book is about Johnson's identities and it is about a country's identity. It is searing, and delivers one truth after another. I highly recommend it--and I recommend you read it. Pushing back on misrepresentations or mischaracterizations of books requires knowing what they say.  

Dear _____: I got your letter about Thanksgiving

Today's blog post has an unusual title. It is my effort to reply, in one response, to the range of queries I get by email. These are emails that give me hope. They embody a growing understanding that Thanksgiving, as observed in the U.S., is fraught with problems.

Those problems range from the stereotyping of Native peoples to the pretense that peoples in conflict had a merry sit-down dinner.

Some emails are from parents who are dismayed when they visit their library and see children's books filled with those stereotypes and pretenses. These parents want their children to learn the truth. So they turn to the library for help.

Some parents tell me that, in a previous year, they had talked with librarians about the problems in the books. These parents felt hopeful that the librarians understood and would provide different kinds of programming and displays this year but that doesn't happen. Others tell me that the librarian interprets their questions as efforts to censor books. Some get lectured about censorship.

The thrust of the emails is this: what can I do?

Those of you who are writing to me have already taken the first step, which is to know there's a problem. Others have to know that, too. In order for changes to happen, more people have to understand what you already know. There is a problem. So, talking with friends and colleagues about it is a second step. Some of you already do that, which is great. Keep talking! And use social media! Though there are valid concerns about the merits of social media, I think it is why so many towns, cities, universities, schools, and states have instituted Indigenous Peoples' Day instead of Columbus Day.

With that in mind, I'm sharing a terrific resource that is available, online, at no cost.

Titled "Origin Narrative: Thanksgiving," it is a free teacher's guide to be used by people who have bought a copy of An Indigenous Peoples' History of the United States for Young People but I think people can use it without the book.

A brief note: In 2014, Dr. Roxanne Dunbar-Ortiz's An Indigenous Peoples' History of the United States was released by Beacon Press. Teachers asked for a version that they could use with teens. Beacon asked if I would do it; I invited my friend and colleague, Dr. Jean Mendoza, to do it with me, and it was released in 2019, with "For Young People" as part of its title.

Here's a screen capture of the lesson plan. To download it, go to Beacon's website where you can see the webpage of it and the link to download a pdf. You can ask your library to get the book, and if you have the option, see if you can schedule one of the library's meeting rooms to have a conversation with others about the holiday.

I welcome other thoughts. What strategies have you used that seemed to help?

****

Ah! Meant to include a bit more. Some people write to me asking for Thanksgiving books that I recommend they use with children. My impulse is to offer some suggestions, but I am also trying to remind them and myself that the question is, in essence, one that centers the holiday itself. It seems to recognize that stereotyped and erroneous storylines are not ok, but it still wants Native peoples at that table.

Instead of providing a list of books that can be used for this week, I am asking that you use books by Native writers, all year long. Don't limit our existence to this holiday.

In the Best Books page here at AICL, you'll find lists that I create, and links to the pages about the Youth Literature Awards, given by the American Indian Library Association. I've also written several articles that are available online. Some are about books I recommend, and some are ones that invite you to think critically about books. Here's the links. They work right now but journals don't keep articles available this way, long term. You might have to ask your librarian for the article if a link no longer works.

• Native Stories: Books for tweens and teens by and about Indigenous peoples, by Kara Stewart and Debbie Reese, at School Library Journal on August 20, 2019.
• "We Are Still Here": An Interview with Debbie Reese in English Journal, in 2016.
• Critical Indigenous Literacies: Selecting and Using Children's Books about Indigenous Peoples, by Debbie Reese in Volume 92, Number 6 of Language Arts (published in 2018).
• Twelve Picture Books that Showcase Native Voices by Debbie Reese in School Library Journal in 2018. 

NOT RECOMMENDED: DR. CARBLES IS LOSING HIS MARBLES by Dan Gutman and Jim Paillot

Published by HarperCollins in 2008, Dan Gutman and Jim Paillot's Dr. Carbles is Losing His Marbles! gets a Not Recommended label right away.

The first chapter, "Squanto and Pocahontas" starts out with this illustration:

The narrator for Dr. Carbles is Losing His Marbles is a kid named A.J. He hates school. That's him in the foreground of the illustration. He tells us that it is time to go home (end of the school day) but the school secretary announces that they all have to go to the all purpose room (p. 2-4):

So we were sitting there, bored out of our minds, when suddenly two American Indians came running down the aisle! They were wearing feathers and head-dresses. They jumped onto the stage, whooping and hollering. 

But they couldn’t fool us. We knew exactly who they were. 

“It’s Mrs. Roopy!” yelled my friend Michael, who never ties his shoes. Mrs. Roopy is our librarian.

“And Mr. Klutz!” yelled my friend Ryan, who will eat anything, even stuff that isn’t food. Mr. Klutz is our principal, and he has no hair. 

“Klutz?” said Mr. Klutz. “Never heard of him. I am Squanto, a Patuxet Indian who helped the Pilgrims survive their first years in America.” 

“And I am Pocahontas,” said Mrs. Roopy. “I helped the English colonists when they arrived in Virginia in 1607.” 

Mrs. Roopy always dresses up like somebody else. She never admits she’s the librarian. 

Mrs. Roopy is loopy. 

“Thanksgiving is coming up,” said Mr. Klutz. “To celebrate, we want to introduce you to a friend of ours.”

Their friend turns out to be a turkey... dressed like a pilgrim woman:

The principal says that if every class makes "a beautiful Thanksgiving display," he will marry the turkey. Everybody cheers, the turkey gets scared, and takes off. Kids freak out. Just then, the school board president, Dr. Carbles, walks in, learns what is going on and fires the principal. There's very little to do with thanksgiving as the story continues.

As noted above, Dr. Carbles is Losing His Marbles was published in 2007 by HarperCollins. The first e-book was published in 2008 and in 2015, Scholastic started publishing it, too.

There's so much wrong with the opening pages of this book. Both, Gutman (with his words) and Paillot (with his illustrations) are giving kids stereotypical, biased, and factually problematic information. They created that content and their editors approved it. Because it part of a series, it doesn't get reviewed closely by the review journals--and because it is a series, librarians purchase the books. Why, Gutman? Why, Paillot? And why, HarperColllins and Scholastic, are you publishing this?

Dear Teachers: An Open Letter about Images of Indians

November 17, 2015

Dear Teachers,

Each day when young children get home from school, parents ask how their day went and if they have any homework. For some parents, the homework their child brings home can be daunting because it has material on it that they haven't thought about in years. They have to "brush up" on it in order to help their children understand the concepts the child's homework is intended to reinforce. Some parents find homework annoying because it is so repetitive and their children could be doing something more engaging.

Last month on social media, Native parents circulated photos of worksheets and books their children were bringing home. Some of these photos were of cartoon-like images of Indians who greeted Columbus.

November is Native American month. Thanksgiving happens this month, too, so, some of the worksheets parents are sharing on social media are about Indians greeting the Pilgrims. Some just have random images of Indians on them because it is Native American month.

If I asked you, teachers, to look through your file of worksheets, some of you will see what I'm talking about. Smiling Indians handing corn to Pilgrims. Cute Indians sitting cross legged on the ground, tending a fire, next to a tipi. Color-by-number worksheets of Indians... We could go on and on, right?

For Native parents--and for non-Native parents who know these images are stereotypical--the homework itself is more than daunting or annoying. They know those worksheets carry messages of who or what Indians are supposed to be. They know those images are misinforming the children the worksheets are meant to educate. For them, these worksheets put them in a what-do-I-do about this moment. Some will point out the stereotypical image and, if needed, tell their child why it is stereotypical and not ok. Some will arrange to meet with the teacher. Some will express their frustration, with family and friends, in person and on social media. And some will keep silent because they fear that speaking to you, their child's teacher, will put their child in an awkward position.

For Native children, those images are one more silent assault on Native culture. These silent assaults, however, are ones their teachers are handing to them. My guess is that some of you, teachers, don't even notice those images on those worksheets.

I have empathy and respect for teachers. I taught elementary school in the 1980s. I know how hard it was, then, to work with the limited resources I had from the school itself, and from my own pocket. Teaching is even harder, today, than it was then. So I'm not writing this to make you feel bad.

I'm writing to ask you to take a few seconds to look--really look--at the worksheets you're going to use today, or tomorrow, or the next day, or any day. Do they have those images of Indians on them? If they do, set them aside.

A lot of you assume these worksheets and biased children's books don't matter because you believe there aren't any Native kids in your classroom. If you're basing that belief on an idea that Native people have dark skin, dark hair, high cheekbones, and personal names that sound Indian in some way, you're reflecting a stereotype.

I don't say any of this to shame you, or to embarrass you.

We all have a lot of ignorance about people who are unlike ourselves. I have had many moments of being embarrassed! I, for example, loved Five Chinese Brothers. I have very warm memories of reading it--memories that go all the way back to my early childhood years. I carried that book in my heart for decades. Then, in a graduate school course about children's literature, that book was one we looked at, and I realized how racist its depictions are... and I let it go.

I hope you'll read this letter as a virtual hug, of sorts, from a fellow educator who--like you--cares about teaching and what we teach to children. We're all learning, every day, how to do it better. I welcome any questions you have--about worksheets, or books. My entire website is for you. It's all free. For you.

Sincerely,
Debbie Reese
American Indians in Children's Literature

P.S. (added an hour after I hit upload on my letter):

My husband suggested I say a bit more about what teachers can do instead of the usual Thanksgiving activities. So! If you're working with very young children, remember your training. Early childhood education is centered on teaching children in a here-and-now framework. For them, the long-ago (when colonization began) is not best practice. For children at that age, if you want to do something about the holiday, take the what-I'm-thankful approach instead of a usual Pilgrims and Indians ones. Because you're working on their fine motor skills and use craft projects for that purpose, you can do arts activities about turkeys. For older children (3rd grade and up), check out American Indian Perspectives on Thanksgiving. If you want to take some time to unlearn what you've learned about Thanksgiving, you can start with a fellow teacher's post about Thanksgiving books: Kara Stewart's "Children's Books about Thanksgiving."

Debbie Reese (me!) on CUNY's INDEPENDENT SOURCES

Finally had a chance to watch the segment that CUNY's Independent Sources asked me to do with them about children's books and Thanksgiving. My belly is always in knots when I do something like this. But! The people I worked with there are terrific. Thanks, Nicole and Zyphus! I think it turned out great and hope AICL's readers will take a few minutes to watch/share it, and of course, get the books I recommend!

Scroll down to see the video. Here's some screen captures of it. I'm sharing them because THEY LOOK SO COOL!

And here's the video:

Oyate's List of Thanksgiving Books to Avoid

A few years ago, Oyate had a list of books about Thanksgiving that they did not recommend. The list was on their website.

Given the number of books that are published every year about that holiday and the ways that Native peoples continue to be misrepresented in children's books, you would be right to guess that their list is long.

That list is not at their website any longer. In a redesign a few years ago they decided to remove it and their Books to Avoid section. They decided that, although a list might seem efficient, it didn't give people the critical thinking skills they need to develop in order to make decisions on their own. I agree--I'd prefer people develop those skills and apply them their selection/deselection activities.

On the other hand, teachers use lists of good books all the time. Generally speaking, they assume that the person who put that list together has the expertise necessary such that their evaluations can be trusted.

I personally have not read all of these books, but I definitely learned a great deal from Oyate's work. I strongly encourage teachers and librarians to get materials published by Oyate.

My guess is that I'd concur with their decision about each of these books, and I'd also guess that any given book on the list got there because it put forth one or more of what Judy Dow and Beverly Slapin called myths in their Deconstructing the Myths of the First Thanksgiving. If one of these books is on your shelf and you're considering weeding it, I recommend you read it and Dow and Slapin's essay and then make a decision.

I've also shared Oyate's list of recommended books here. And, for more books that accurately portray Native people, see my page of Best Books. (Note: the first sentence of his paragraph was not visible enough. Two people submitted comments asking for recommended books. To help it be more visible, I made it a separate paragraph in bold and added the sentence/link to best books to supplement Oyate's list.)

Dow and Slapin's piece on Thanksgiving myths is also in the outstanding resource A Broken Flute: The Native Experience in Books for Children (published in 2005), as are many (all?) of the in-depth critical reviews that were on Oyate's page of Books to Avoid. Get A Broken Flute, and Through Indian Eyes: The Native Experience in Books for Children (published in 1987 and again in 2006), too. Both are vitally important for all that they contain. (Note: I added this paragraph soon after hitting the upload button on this post, and I added Slapin's name as a co-author. My apologies to her for the initial omission.)

Own your knowledge. Own your decisions.

Oyate's list of NOT RECOMMENDED books about Thanksgiving

Accorsi, William. Friendship's First Thanksgiving. Holiday House, 1992.

Aliki. Corn is Maize: The Gift of the Indians. Harper & Row, 1976.

Anderson, Laurie Halse. Thank You, Sarah: The Woman Who Saved Thanksgiving. Simon & Schuster, 2002.

Ansary, Mir Tamim. Thanksgiving Day. Heinemann, 2002.

Apel, Melanie Ann. The Pilgrims. Kidhaven Press, 2003.

Bartlett, Robert Merrill, The Story of Thanksgiving. HarperCollins, 2001.

Barth, Edna. Turkeys, Pilgrims, and Indian Corn: The Story of Thanksgiving Symbols. Clarion, 1975.

Borden, Louise. Thanksgiving Is... Scholastic, 1997.

Brown, Marc. Arthur's Thanksgiving. Little, Brown. 1983.

Bruchac, Joseph. Squanto's Journey: The Story of the First Thanksgiving. Harcourt, 2000.

Buckley, Susan Washburn. Famous Americans: 15 Easy to Read Biography Mini-Books. Scholastic, 2000.

Bulla, Clyde Robert. Squanto, Friend of the Pilgrims. Scholastic, 1990.

Celsi, Teresa. Squanto and the First Thanksgiving. Steck-Vaughn, 1989.

Clements, Andrew. Look Who's in the Thanksgiving Play! Simon & Shuster, 1999.

Cohen, Barbara. Molly's Pilgrim. Lothrop, Lee & Shepard, 1983.

Conaway, Judith. Happy Thanksgiving! Things to Make and Do. Troll Communications, 1986.

Crane, Carol and Helle Urban. P is for Pilgrim: A Thanksgiving Alphabet. Sleeping Bear Press, 2003.

Dalgliesh, Alice. The Thanksgiving Story. Scholastic, 1954/1982.

Daugherty, James. The Landing of the Pilgrims. Random House, 1987.

Davis, Kenneth C. Don't Know Much About the Pilgrims. HarperCollins, 2002.

DePaola, Tomie. My First Thanksgiving. Putnam, 1992.

Donnelly, Judy. The Pilgrims and Me. Grosset & Dunlap, 2002.

Dubowski, Cathy East. The Story of Squanto, First Friend to the Pilgrims. Dell, 1990.

Fink, Deborah. It's a Family Thanksgiving! A Celebration of an American Tradition for Children and their Families. Harmony Hearth, 2000.

Flindt, Myron. Pilgrims: A Simulation of the First Year at Plymouth Colony. Interact, 1994.

Fritz, Jean. Who's That Stepping on Plymouth Rock? Putnam & Grossett, 1975.

George, Jean Craighead. The First Thanksgiving. Puffin. 1993.

Gibbons, Gail. Thanksgiving Day. Holiday House, 1985.

Gibbons, Gail. Thanksgiving Is... Holiday House, 2004.

Greene, Rhonda Gowler. The Very First Thanksgiving Day. Atheneum, 2002.

Hale, Anna W. The Mayflower People: Triumphs and Tragedies. Harbinger House, 1995.

Hallinan, P. K. Today is Thanksgiving! Ideals Children's Books, 1993.

Harness, Cheryl. Three Young Pilgrims. Aladdin, 1995.

Hayward, Linda. The First Thanksgiving. Random House, 1990.

Hennessy, B. G. One Little, Two Little, Three Little Pilgrims. Viking, 1999.

Jackson, Garnet. The First Thanksgiving. Scholastic, 2000.

Jassem, Kate. Squanto: The Pilgrim Adventure. Troll Communications. 1979.

Kamma, Anne. If You Were At... The First Thanksgiving. Scholastic, 2001.

Kessel, Joyce K. Squanto and the First Thanksgiving. Carolrhoda, 1983.

Kinnealy, Janice. Let's Celebratae Thanksgiving, A Book of Drawing Fun. Watermill, 1988.

Koller, Jackie French. Nickommoh! A Thanksgiving Celebration. Atheneum, 1999.

Marx, David F. Thanksgiving. Children's Press, 2000.

McGovern, Ann. The Pilgrims' First Thanksgiving. Scholastic, 1973.

McMullan, Kate. Fluffy's Thanksgiving. Scholastic, 1997.

Melmed, Laura Krauss. The First Thanksgiving Day: A Counting Story. HarperCollins, 2001.

Metaxas, Eric. Squanto and the First Thanksgiving. Rabbit Ears Books, 1996.

Moncure, Jane Belk. Word Bird's Thanksgiving Words. Child's World, 2002.

Ochoa, Anna. Sticker Stories: The Thanksgiving Play. Grosset & Dunlap, 2002.

Osborne, Mary Pope. Thanksgiving on Thursday. Random House, 2002.

Parker, Margot. What is Thanksgiving Day? Children's Press, 1988.

Peacock, Carol Antoinette. Pilgrim Cat. Whitman, 2004.

Prelutsky, Jack. It's Thanksgiving. Morrow, 1982.

Rader, Laura J. A Child's Story of Thanksgiving. Ideals Children's Books, 1998

Randall, Ronnie. Thanksgiving Fun: Great Things to Make and Do. Kingfisher, 1994.

Raphael, Elaine and Don Bolognese. The Story of the First Thanksgiving. Scholastic, 1991.

Rau, Dana Meachen. Thanksgiving. Children's Press, 2000.

Roberts, Bethany. Thanksgiving Mice! Clarion, 2001.

Rockwell, Anne. Thanksgiving Day. HarperCollins, 1999.

Rogers, Lou. The First Thanksgiving. Modern Curriculum Press. 1962.

Roloff, Nan. The First American Thanksgiving. Current. 1980.

Roop, Connie and Peter. Let's Celebrate Thanksgiving. Millbrook, 1999.

Roop, Connie and Peter. Pilgrim Voices: Our First Year in the New World. Walker, 1995.

Ross, Katherine. Crafts for Thanksgiving. Millbrook, 1995.

Ross, Katherine. The Story of the Pilgrims. Random House, 1995.

Ruelle, Karen Gray. The Thanksgiving Beast Feast. Holiday House, 1999.

San Souci, Robert. N.C. Wyeth's Pilgrims. Chronicle, 1991.

Scarry, Richard. Richard Scarry's The First Thanksgiving of Low Leaf Worm. Little Simon, 2003.

Schultz, Charles M. A Charlie Brown Thanksgiving. Simon & Schuster, 2002.

Sewall, Marcia. People of the Breaking Day. Atheneum, 1990.

Sewall, Marica. The People of Plimoth. Aladdin, 1986.

Sewall, Marcia. Thunder from the Clear Sky. Atheneum, 1995.

Siegel, Beatrice. Fur Traders and Traders: The Indians, the Pilgrims, and the Beaver. Walker, 1981.

Siegel, Beatrice, Indians of the Northeast Woodlands. Walker, 1992.

Silver, Donald M. and Patricia J. Wynne. Easy Make and Learn Projects: The Pilgrims, the Mayflower & More. Scholastic, 2001.

Skarmeas, Nancy J. The Story of Thanksgiving. Ideals Publications, 1999.

Sorenson, Lynda. Holidays: Thanksgiving. Rourke, 1994.

Stamper, Judith Bauer. New Friends in a New Land: A Thanksgiving Story. Steck-Vaughn, 1993.

Stamper, Judith Bauer. Thanksgiving Fun Activity Book. Troll, 1993.

Stanley, Diane. Thanksgiving on Plymouth Plantation. HarperCollins, 2004.

Steigemeyer, Julie. Thanksgiving: A Harvest Celebration. Concordia, 2003.

Tryon, Leslie. Albert's Thanksgiving. Aladdin, 19983.

Umnik, Sharon Dunn (Ed.). 175 Easy-to-Do Thanksgiving Crafts. Boyds Mills Press, 1996.

Waters, Kate. Giving Thanks: The 1621 Harvest Feast. Scholastic, 2001.

Waters, Kate. Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy. Scholastic, 1993.

Waters, Kate. Sarah Morton's Day: A Day in the Life of a Pilgrim Girl. Scholastic, 1989.

Waters, Kate. Tapenum's Day: A Wampanoag Boy in Pilgrim Times. 1996.

Weisgard, Leonard. The Plymouth Thanksgiving. Doubleday, 1967.

Whitehead, Pat. Best Thanksgiving Book, ABC Adventures. Troll Communications, 1985.

IT'S THANKSGIVING by Jack Prelutsky, illustrated by Marilyn Hafner

Earlier this summer I started doing some research on easy readers to see what sorts of images of Native people I'd find in them. I've written about some in the past (like Danny and the Dinosaur) but haven't done a systematic study.

This morning I put out a call asking librarians for titles in their collections. Michelle replied, sending me scans from Jack Prelutsky's It's Thanksgiving! That book was first published in 1982. Michelle sent me illustrations from the 1982 edition, and, from a newly illustrated edition in 2007. The text did not change. Just the illustrations. (A shout out to Michelle for sending them to me!)

I don't know what prompted the new illustrations, but certainly, it wasn't a concern for accuracy. The Wampanoag's didn't use tipis as shown in the old and new editions:

The one on the left is from 1982; the one on the right is from 2007. The illustrations are from "The First Thanksgiving" chapter of the book. If you're a regular reader of American Indians in Children's Literature, you know I find the telling of that Thanksgiving story deeply problematic.

But let's spend a few minutes with those two illustrations. In the old one, the Pilgrim and the Indian have their hands up. Are they saying "how" to each other? Maybe the publisher and illustrator knew "how" was a problem but were clueless about the tipis and clothing? It also looks like they made the Indian noses less prominent, but just barely. The Pilgrims, though, their noses look a lot better.

If you are weeding books and want to weed this one but aren't sure how to justify it? Accuracy. Check out page 47 of CREW: A Weeding Manual for Modern Libraries published in 2008. Crew has an acronym, MUSTIE, to help with weeding. Here's what the M stands for:

Misleading refers to information that is factually inaccurate due to new discoveries, revisions in thought, or new information that is now accepted by professionals in the field covered by the subject. Even in fields like physics, that were once thought to be pretty settled, changes occur that radically impact the accuracy and validity of information. 

So how 'bout it? Will you weed it? So kids don't keep growing up thinking that All Indians Lived in Tipis? There's a lot more to say about the "First Thanksgiving" story. I've reviewed a lot of books about it, but for now, check out this post. It features the thinking of a 5th grader: Do you mean all those Thanksgiving worksheets we had to color every year with smiling Indians were wrong?

BEFORE WE WERE FREE, by Julia Alvarez

Among the projects I'm doing this summer is a do-it-yourself paint job of the exterior of our house. On days when it isn't too hot or humid, I enjoy being out there, scraping paint and listening to an audiobook.

Today, I started listening to Julia Alvarez's Before We Were Free. Published in 2002 by Knopf Books for Young Readers, it won the Pura Belpre Award in 2004.

Chapter one opens with this:

"May I have some volunteers?" Mrs. Brown is saying. We are preparing skits for Thanksgiving, two weeks away. Although the Pilgrims never came to the Dominican Republic, we are attending the American school, so we have to celebrate American holidays.

That opening was unexpected. But because I've read one of Alvarez's other books, my ears perked up. Where, I wondered, would this particular scene go in Alvarez's skilled hands! Mrs. Brown picks Anita (the protagonist) and her cousin, Carla, to play the parts of two Indians who will welcome the Pilgrims because,

Mrs. Brown gives the not-so-good parts to those of us in class who are Dominicans.

Mrs. Brown then gives the two girls a headband with a feather sticking up like one rabbit ear. She asks them to greet the Pilgrims, being played by two boys wearing Davy Crockett hats. Anita thinks

Even I know the pioneers come after the Pilgrims.

Mrs. Brown asks Anita/the Indian to welcome the pilgrims "to the United States" but Oscar raises his hand and asks:

"Why the Indians call it the United States when there was no United Estates back then, Mrs. Brown?"

Some kids make fun of him. Anita hates it when the Americans make fun of the way the Dominicans speak English. Mrs. Brown tells him that

"It's called poetic license. Something allowed in a story that isn't so in real life."

Beautifully done, Ms. Alvarez! I'm hooked.

THANKSGIVING ON THURSDAY, by Mary Pope Osborne

A friend (you, Diana!) asked (on Facebook) for books that a first grader could read on Kindle. Several people suggested Mary Pope Osborne's Magic Treehouse Series. I chimed in to let Diana know that Osborne's Thanksgiving on Thursday is one that I do not recommend. Here's why.

In the series, the two protagonists travel here or there to find a message of import to their lives. They do this traveling at the direction of Morgan Le Fey, a magical librarian of King Arthur's court. She owns the tree house that magically appears in the woods near their home in Pennsylvania. In the tree house are lots of books. When they read one, they are transported to the setting of that book.

In Thanksgiving on Thursday (published in 2002 by Random House), Jack and Annie are instructed to look for magic that will "turn three worlds into one" (note: I'm reading a Kindle version without page numbers and cannot provide page numbers for excerpts I use in this review). The place and time they go to find that magic is Plymouth, 1620. Having performed in Thanksgiving reenactments at school, both kids are happy to be in Plymouth where they hope to meet Squanto, Governor Bradford, and Miles Standish, and of course, they do. Here's the illustration for the moment when Jack and Annie meet up with Pilgrims and Squanto:

Because the kids aren't known to that group, Miles Standish asks them where they're from. Jack tells him they live up north and that he and Annie, as babies, had come to America with John Smith.  Standish says that he thinks Squanto knew John Smith and that perhaps he remembers them. He turns to ask Squanto and Jack panics because what he's said isn't true. Squanto looks closely at Jack and Annie and says "I remember."

Jack and Annie then help the Pilgrims get ready for their mythical Thanksgiving Feast with the Indians. They're working hard and talk about how hard Pilgrim children have to work in comparison to their modern-day lives in Pennsylvania. When they're with Priscilla, she tells them about how sickness killed half the people in their village. It is a tear-filled account, as it should be, but that emotional regard for loss of life is not applied to Squanto's people, as we'll see in the closing pages of the story.

When Annie and Jack join the Pilgrims at their table, Governor Bradford says

"At this moment, three worlds--your world, our world, and the world of the Wampanoag--are not three. They are one. 'Tis the magic of community."

That is precisely what Morgan Le Fey sent them to find. I suppose we could focus on that one moment and say something positive about community, but for me, the larger story is one of colonialism. What does community mean in the hear-and-now when that community includes populations that are marginalized by the majority White population? Wouldn't the manifestation of respect for all members of that community result in concerted efforts amongst racism directed towards those marginalized communities?

When their meal is over, Jack and Annie have to leave. Squanto offers to walk with them. Annie asks why he said he remembers them, and he tells her that he didn't say he remembered them. He said "I remember." He elaborates, saying:

"I remembered what it was like to be from a different world. Long ago, I lived with my people on this shore. But one day, men came in ships. They took me to Europe as a slave. In that new land, I was a stranger. I felt different and afraid. I saw the same fear in your eyes today. So I tried to help you."

Annie thanks him, and he says:

"And now you must always be kind to those who feel different and afraid. Remember what you felt today."

Jack and Annie return home, then, with two messages. The first is about the magic of community, and the second is to be kind to those who are different. Both, of course, are important, but the narrowness by which the messages are presented is, to me, troubling, particularly when I read the closing pages of the story:

"You know, Pilgrim kids had a really hard life," said Annie.
"Yeah. They did as much work as the grown-ups," said Jack. "Maybe more."
"Worst of all, lots of their friends and family members died," said Annie.
"Yeah," said Jack.
Both were silent for a moment.
"If they could be so thankful," said Annie, "we should be really thankful."
"No kidding," said Jack. "Really, really thankful."
And they were.

No mention of the death of Squanto's people? No mention of the slavery he endured? What happened to him or Native people of that time and place is, according to Osborne, part of what Jack and Annie need to reflect on. Perhaps she felt that kids don't need to be dealing with such things, but that means (to me) that Wampanoag children are not who she imagines as her readers. That omission tells me that community does not include them, and that is why I cannot recommend Osborne's book.

To do a fact-check of the content of this or any book on what is generally called "The First Thanksgiving," see "What Really Happened at the First Thanksgiving? The Wampanoag Side of the Tale." (If the link doesn't work, let me know and I'll send you a pdf of the article.)

Taylor (5th grader): "Do you mean all those Thanksgiving worksheets we had to color every year with all those smiling Indians were wrong?"

This morning I received an email from a teacher who wrote to share what Taylor, a fifth grader, wrote in response to having studied a speech written by a Wampanoag man, Wamsutta (Frank B.) James.

Some context: Back in 1970, James was invited to an event in Plymouth, Massachusetts that was designed to celebrate "The First Thanksgiving." He was asked to submit his remarks ahead of time to the planners. When they read what he planned to say, the invitation was withdrawn. His speech is now titled "The Suppressed Speech of Wamsutta (Frank B.) James, Wampanoag" and is associated with an event that takes place in Plymouth. That event is "Thanksgiving: A National Day of Mourning."

Upon reading the speech that James intended to read, one of Taylor's initial responses was this:

"Do you mean all those Thanksgiving worksheets we had to color every year with all those smiling Indians were wrong?" 

Struck by the fact that history was more complicated than she'd been taught, Taylor chose to skip recess and begin her assignment. Here it is, published with permission from Taylor, her teacher, and her mother.

My Response to “Thanksgiving: A National Day of Mourning”  

By Taylor M., Grade 5

Frank James, also known as Wamsutta, was correct in writing a protest speech on Thanksgiving in 1970. For James, Thanksgiving was a sad day, and this is true for many Native Americans even in the present day. The Pilgrims made the Native people into slaves. James wrote, “Even before the Pilgrims landed it was common practice for explorers to capture Indians and sell them for slaves.” The Pilgrims sometimes tortured the Indians. James reported, “Sometimes an Indian was pressed between stone slabs and hanged as any other ‘witch’.” The Pilgrims punished the Indians if they didn’t believe in the Christian religion. James wrote in his speech, “If the Native Americans didn’t believe in [the Pilgrim’s] religion, [the Pilgrims] would dig up the ground and release the great epidemic again.” In conclusion, Frank James was correct to write his protest speech so people would look at Thanksgiving from his point of view. He illustrated how badly the European settlers mistreated his people, the Wampanoag and why Thanksgiving, for his people, is a day of mourning and reflection.

And here is a note Taylor wrote to me:

When I started this assignment in school about Pilgrims and Indians, I learned a lot at first, but then I read Frank James’ protest speech and to be honest, I was speechless. The way the Pilgrims punished the Indians was gruesome and I felt sorry for them. For a second, I had to put the packet down it was so horrible. I mean, the way my book and the speech were written it sounded like in the beginning that the relationship between the Pilgrims and the Wampanoag people started off well. But, when it started to get deeper into the story, the more Pilgrims started to spread out across the U.S.A, the more the Native American people realized that they were in harm and in danger, and that they were being kicked out of their land. The sad part for me was how the Pilgrims thought the Native Americans were savages just because they didn’t believe in the Pilgrims’ religion. 

I thought about all the way back to Kindergarten, right before Thanksgiving break we would always get these coloring worksheets of the happy little Pilgrims and Indians giving each other things. Up until now, I didn’t really realize that that’s not how it happened. Showing the happy little cartoon Indian was a lie. I think Kindergarteners and young children should know what actually happened, not with gruesome details, but they should know more of the truth. 

The way I felt after I read my book about Thanksgiving and Wamsutta’s speech, I was sad, angry, and heartbroken for the Indians. We should teach Americans not just to be happy for the Pilgrim’s survival, but we should also be respectful, reflective, sad, and even upset for the Wampanoag tribe and other Native American tribes.

I think it is fair to say that this experience was a life-changing moment for Taylor. She uses strong language ("the happy little cartoon Indian was a lie") and I think she is starting down a road where she will always question what she reads. Questioning is a good thing to do. I think she's going to love Howard Zinn's A People's History of the United States. I think she'll like what she finds on the Zinn Education Project website. And, I think she'll also like the PBS series, We Shall Remain. I hope her school or public library has a copy of it. 

Reading her words gives me great hope. We need more Taylor's and we need more teachers who design lessons that encourage critical thinking. With that in mind, I'll point readers to an excellent piece that ran in Indian Country Today last year. Titled "What Really Happened at the First Thanksgiving," it is an interview with Ramona Peters, the Mashpee Wampanoag Tribe's Tribal Historic Preservation Officer.  

Thank you, Taylor, for sharing your response with me and my readers! I'd love to hear more from you. 

Looking for Children's Books about Thanksgiving? (Part 1)

(Editor's Note, November 8, 2013: I've been casting about trying to find words to explain what is wrong with the idea that the Pilgrims and Wampanoag's sat down together and had a wonderful meal together. Below, I note that things that happened before that meal are usually missing from the way the event is portrayed in children's books. But I think Jill Lepore's words get at what I find troubling about the "wonderful meal" idea. In the 'After the Mayflower" episode of the PBS documentary "We Shall Remain," Lepore says that everyone there was very nervous. The Pilgrims, the documentary says, were especially wary of close contact with the Wampanoag people. That anxiety, I think, makes the depictions of a meal characterized by warmth and happiness disingenuous.)     

Are you looking for children's books about Thanksgiving?!! The exclamation points convey my frustration with the insistence that this holiday be one in which people want Thanksgiving to be about Pilgrims and Indians sitting down to eat a meal together--nevermind what happened to Native people before or after that! Did you know, for instance, that Tisquantum--more commonly known as Squanto--could speak English because he'd been kidnapped by a prior expedition and sold into slavery in Europe? And did you know that before the Mayflower arrived, the Wampanaog people had been devastated by disease from earlier European visitors?

If you've written to me or to other Native critics, educators, or librarians, to ask for children's books about Thanksgiving, it is likely because you want to give the children in your care or in your classroom something better than the standard Pilgrim/Indian story where everyone sits down to a lovely dinner.

Prompted by readers of AICL, I took some time today to head over to the local B&N and see what kind of books about Thanksgiving they might have on display.

Here's the shelf (sorry---photographs in this post are of low quality):

There are four rows of books on the display. Here's some photos and observations of them, starting from top left:

What is Thanksgiving? by Michelle Medlock Adams, illustrated by Amy Wummer. Published in 2009 by Candy Cane Press, here's the synopsis (from Amazon):

Following the success of What Is Christmas? and What Is Easter?, Michelle Adams brings the same humor and warmth to this little Thanksgiving board book. Through the whimsical art and rhyming verse that's fun to read, even the youngest child will come to understand that Thanksgiving is really about showing gratitude for all the blessings in our lives. 

Adams and Wummer steer clear of any attempt to show Indians as part of their book. Their collaboration has Pilgrims, but no Indians:

I don't know about that... Doesn't seem right to just omit Native people, but I don't want the stereotypes OR the feel-good story, either. Sometimes I think that Thanksgiving books for young children should just focus on things people are grateful for. What is Thanksgiving? tries to do that, but having Pilgrims (and a turkey) but no Wampanaog people just doesn't seem right. 

Five Silly Turkeys does not have Pilgrims or Indians in it. 

Happy Thanksgiving Day by Jill Roman Lord is a 'touch and feel' book (for those of you who don't know what they are, touch-and-feel books have textures embedded in each page that young children can touch, thereby having a multi-sensory experience). Published in 2013 by Ideals Pub, this page shows the little boy's artwork taped to his wall. See? Pilgrims, but no Indians (the bear's belly has a swatch of fabric for a child to feel).

Happy Thanksgiving, Curious George by Cynthia Bartynski and Julie M. Young, illustrated by Mary O'Keefe was published in 2010 by Houghton Mifflin Harcourt. It is also a board book. For most of it, George is shown in a Pilgrim hat. No Indians or feathers, anywhere, till one of the last pages:

See the Indian figurines in the left margin? They're also on the table. Those things on the back of everyone's chair are turkey feather decorations that George made.

Pete the Cat: The First Thanksgiving by Kimberly and James Dean was published in 2013 by HarperFestival. Here's the synopsis from Amazon:

Starring in the school Thanksgiving play would make even the coolest cat nervous. But when Pete the Cat gets onstage, he makes learning the story of the first Thanksgiving fun. With thirteen flaps that open to reveal hidden surprises, this book is sure to be a holiday favorite for every Pete the Cat fan.

Though Amazon lists it (today) as their #1 children's book about Thanksgiving, the reader reviews pan it. One person said it is "superficial" but most others don't like it because it is missing the qualities of the other Pete the Cat books. Here's what I find problematic:

That character is supposed to be Squanto. Here's what the text says: "The Pilgrims had heard about the Native Americans, and they worried that they would not be friendly. Pete had never met a cat he didn't like, so he thought they would be kind."  Here's another page:

Moving along!

Happy Thanksgiving, Biscuit! by Alyssa Satin Capucilli, illustrated by Pat Schories, came out in 1999. Like Pete the Cat: The First Thanksgiving, it is from HarperFestival. I like the Biscuit books. He is so cute! In this lift-the-flap book, there are no Indians or Wampanoags. There are, however, Pilgrim dolls. 

See the man propped up against the bench that has Biscuit's food dish? The woman is face down by Biscuit's hind feet. 

The Night Before Thanksgiving is about a family getting ready for Thanksgiving. No pilgrims or Indians, either. Dare I say it? "Thankfully!" Some people really object to my being snarky. Ah well.

One Little, Two Little, Three Little Pilgrims by B. G. Hennessey, illustrated by Lynne Avril Cravath is pretty awful, in my mind. Just the idea of using that song makes me cringe! I did a bit of poking around and found a video of kids singing it, wearing Pilgrim hats and bonnets, and feathered headbands. But instead of saying Wampanoag, they sang "Native Americans." Why, I wonder? In the book, the two groups (Pilgrims/Wampanoags) are shown working (cooking, fishing, etc.) to get ready for their shared meal. Looking at the illustrations, I wonder why the Wampanoag's all have a dash of facepaint on their cheeks? In every illustration? Why? (Update, Nov 8: A reader noted that the Pilgrims also have that same dash of facepaint, suggesting it has something to do with the author's style of illustration. Good point!) Here's the cover:

Next up? Nate the Great Talks Turkey. Written by Marjorie Weinman Sharmat and Mitchelle Sharmat, the illustrations are by Jody Wheeler. Unlike the ones above, this is not a picture book. And, it isn't about Thanksgiving. Published in 2013 by Delacourt Books for Young Readers, it is about a turkey on the loose. There is, however, a gesture to Thanksgiving early on:

I don't know what happens later in the book. Maybe they're going to catch it, but I kind of doubt they'd kill and eat it. The last book on the second shelf is The Pilgrims First Thanksgiving by Ann McGovern. Illustrated by Elroy Freem, it was published in 1993 by Scholastic. Partway through the book, we're introduced to Squanto! On the page just before this one, the text tells us that the Pilgrims made a good friend who helped them, and that his name was Squanto.  

I wonder what children today learn about Squanto? Given that November is Native American Month, it is depressing to see how Native peoples are depicted (or not) in these books. I'm going to stop here and leave the last two shelves and another book that was on the backside of the display, for another day...  Your comments (and pointers to my typos) are welcome! 

Critical thinking about Thanksgiving? Not allowed in Tucson Unified School District

[Note: A chronological list of links to AICL's coverage of the shut-down of the Mexican American Studies Department at Tucson Unified School District is here. Information about the national Mexican American Studies Teach-in is here. The best source for daily updates out of Tucson is blogger David Abie Morales at Three Sonorans.]

___________________________

On their website, Tucsonans United for Sound Districts (TU4SD) posted a series of items taught in the now-banned Mexican American Studies program in Tucson's public school district.

The first is Robert Jensen's "No Thanks to Thanksgiving", published at AlterNet on November 23, 2005.  Jensen is a journalism professor at the University of Texas at Austin. He writes:

In the United States, we hear constantly about the deep wisdom of the founding fathers, the adventurous spirit of the early explorers, the gritty determination of those who "settled" the country -- and about how crucial it is for children to learn these things.

But when one brings into historical discussions any facts and interpretations that contest the celebratory story and make people uncomfortable...

Reading his words reminds me of the things that John Huppenthal, Arizona's Superintendent of Public Instruction said on NPR on January 18th, 2012. He says he was "challenged" to visit a classroom. Maybe he was invited. Here's what he said on NPR:

And one of the students challenged me. Come on down to our class and sit in our class, so I sat down in the class and up on the wall there's a poster of Che Guevara, and I said - well documented historical fact – Che Guevara helped run the communist death camps. They put 14,000 people to death down there, many of whom their only violation was free speech violation. So you're sort of glorifying him by having that romantic picture of him up there.


Simultaneously one of the creators of Mexican-American studies, right while I'm in there, characterizes Benjamin Franklin as a racist. So I'm, whoa, time out. Benjamin Franklin was the president of the Abolitionist Society in Pennsylvania. Directly he argued and was successful at making Pennsylvania the very first state to ban the slave trade.

Huppenthal was definitely uncomfortable with a full picture of Benjamin Franklin, and I have no doubt he'd object strenuously to Jensen's essay, too.

The second item on TU4SD's site is from Rethinking Columbus, one of the books the district "boxed" up and removed from classrooms because, they assert, the courses are no longer being taught, and the books are no longer needed.  The item is "Plagues & Pilgrims: The Truth about the First Thanksgiving" by James W. Loewen.

Loewen's article begins with:

Textbooks spin happy yarns about the Pilgrims and the "First Thanksgiving." Here's is the version in one high-school history, The American Tradition: 

He quotes from that history text and then does analysis of Thanksgiving and how it is presented in history texts.

These two items are at the top of the list at the TU4SD site. Seems to me members of TU4SD put them at the top because they find those two particular lessons especially inappropriate. Critical thinking about Thanksgiving...  No way! Not in Tucson.

District officials say it isn't the books themselves that are the problem. If that was the case, they could have left those books in the classrooms. District officials say it was the way the Mexican American Studies teachers were teaching the material in the books that is the problem.  Other teachers, apparently, weren't committing the violations the MAS teachers were.

I think those who shut down the program are ignorant of what is taught in schools. I wonder if any teachers in the district use Michael Dorris's Guests or Morning Girl. Both are the perspective of Native children who observe newcomers to their lands. I wonder if any teachers use Louise Erdrich's Birchbark House? It, too, offers a Native perspective on those newcomers.

Political leaders in the state of Arizona, speaking from their officially elected positions, have said that the reason they targeted the MAS program and not the other ethnic studies programs is that nobody complained about the other ones.

Complaints led to the dismantling of the MAS program. What else is at risk? Who else is at risk? If I was an elementary school teacher there, I'd be very worried about my job and my curriculum.

Update on Berenstain Bears Give Thanks

Last week I published an excellent letter from Kim, a reader who wrote to tell me about The Berenstain Bears Give Thanks.

I ordered a copy from the library. It arrived Thursday. I read it the next day. (My thoughts are in italics.)

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The book begins by telling us "It was autumn in Bear Country" with leaves turning colors, cooler air, geese heading south, and Farmer Ben harvesting his crop. Papa Bear had made some furniture for Farmer Ben, and Papa, Brother, and Sister Bear were delivering it. In payment, Papa was going to get something from Farmer Ben's farm. Papa Bear thinks about some honey, but Farmer Ben suggests his tom turkey, Squanto. Sister Bear asks why he is named 'Squanto' and Ben tells her:

"That was the name of the Native Bear who helped the Pilgrims plant their corn when they settled in their new home. Squanto celebrated the first Thanksgiving with them after their harvest. I couldn't think of a better name for a turkey."

Debbie's thoughts: Native Bear? But not Pilgrim Bear? Why the difference?

Sister Bear doesn't like the idea and asks Papa Bear if she can keep Squanto for a pet. Papa tells her no, that turkeys don't make good pets. Sister Bear likes Squanto and visits him every day, growing more and more attached to him, and sadder over what is going to happen to him. Mama Bear consoles and distracts Sister Bear by suggesting they put on a Thanksgiving show. It works. Sister Bear throws herself into writing a script for the show. They make "Pilgrim and Native Bear" costumes using Squanto's feathers.

Debbie's thoughts: The text doesn't say "Pilgrim Bears" anywhere, but "Native Bear" appears several times. 

On Thanksgiving Day, they perform the play. Sister kicks it off, dressed as a "Pilgrim maiden."

Debbie's thoughts: Not a Pilgrim Bear maiden---just a Pilgrim maiden. 

Brother Bear says:

The Pilgrims lived in the Old Country. They wanted to worship God in the way they believed was right. But the rulers of the Old Country would not let them do this. The Pilgrims wanted to leave their home and seek a new land where they could worship in freedom.

Debbie's thoughts: Ok, but what did the people seeking freedom from persecution do once here?! In case you don't know... they set out to "civilize" and Christianize the Indian people here who were living in well-established societies with religious practices of their own.  

The show continues:

After going to shore, they found a good place to live. They called it Plymouth.

They gave thanks to God for bringing them safely to the new land. Then they got to work building houses for their village. Finally it was finished. Everyone had a home.

Then, Sister Bear points to a doorway where the illustration shows a silhouetted figure on all fours. Sister Bear's line is:

Look, who is that coming into the village? It is a Native Bear. I hope he is friendly!

Turning the page, we see a bear in the turkey feather headdress. This bear is on hands and knees, but raises one paw up.

Debbie's thoughts: I could say she's waving, but it is also likely she was raising that paw to say "How" (because pop culture has persuaded us that is the way Indians say hello). 

The "Native Bear" doesn't actually say "How." Instead, she says "ME, SQUANTO." Her line is in caps. All other dialogue (in voice balloons) are in lower case.

Debbie's observations: I gather we're meant to understand that she speaks loudly. I'm saying "she" because this Native Bear is wearing a headband with a heart on it. On one of the last pages in the book, she is shown in a high chair. Given her age, I could say that she entered the room on all fours because she doesn't yet walk. But let's consider some larger context.  Native characters are often "less than" other characters, and they're often portrayed as animal-like.

The dialogue continues, with Brother Bear saying:

Squanto was friendly. He helped the Pilgrims grow more food. He showed them how to plant corn. Without Squanto, they would have starved.

The show continues with the Thanksgiving feast. Squanto came to it, too, joining all of them in bowing their heads and giving thanks to God for their new home "where they could live in peace and freedom."

Debbie's thoughts: Who is "they" that lives in peace and freedom?

The show is over, and it is time to eat. Sister Bear suddenly remembers Squanto. Papa Bear tells her that he changed his mind. She can keep Squanto as her pet.

Debbie's thoughts: As I noted last week, the Squanto storyline is very troubling. This Squanto lives in a pen, is traded as a foodstuff, fattened up, saved from death, and then turned into a pet. And who does all of that to him? The Bear family who is meant to be the Pilgrims. They've got full control over his life and his death---a life meant to represent Indians.

In the story, the Pilgrims are never called Bears, but Squanto the Native is always a "Native Bear." Isn't that a double standard? They're ALL bears, right?!

And why is this Squanto played by a baby who has no name of her own? Why does she speak that way ("ME, SQUANTO")??? In caps??? Overall, the book is worse than any other book about Thanksgiving that I can think of. I hope it isn't in your home or your library.

Unexpected intersections: Thanksgiving and Karen Russell's SWAMPLANDIA!

Earlier this week a reader wrote to ask me about Karen Russell's Swamplandia! Not familiar with it, I read reviews and learned that it is the story of a not-Native family who uses Native names to pass as Native people who run an alligator-wrestling theme park. I've got a copy on order so I can read it.

Here's what I know so far (reading from the "look inside" option at Amazon):

Swamplandia! is the name of the theme park. It is run by the "Bigtree clan of alligator wrestlers." The star of their show is Hilola Bigtree. She is described as being "brown-skinned" and muscular. She's married to "Chief Bigtree" and their children are Kiwi (a boy), Osceola (a girl) and the protagonist, Ava. In the billboard promoting the theme park, the family is shown gathered round an alligator. On page five, Ava tells us that they:

"are wearing Indian costumes on loan from our Bigtree Gift Shop: buckskin vests, cloth headbands, great blue heron feathers, great white heron feathers, chubby beads hanging off our foreheads and our hair in braids, gator "fang" necklaces.

The text continues:

Although there was not a drop of Seminole or Miccosukee blood in us, the Chief always costumed us in tribal apparel for the photographs he took. He said we were "our own Indians." Our mother had a toast-brown complexion that a tourist could maybe squint and ball Indian--and Kiwi, Grandpa Sawtooth, and I could hold our sun.

Osceola, we learn, is "snowy white" and that getting her ready for the photos required that she be "colored in with drugstore blusher." Later we learn of Ossie's boyfriend (Ossie is short for Osceola), Louis Thanksgiving.

I'm guessing you can see why I ordered the book. The family, calling itself Bigtree, is posing as Indians. They're playing Indian. Ava tells us so. It isn't something that is hidden from readers, but I'm guessing the visitors at the theme park have no idea the Bigtree family is not Native.

Identity and race seem to figure prominently in the book. On page 166, we learn that when he was 14, Kiwi (Ava's older brother) declared:

"I'm a Not-Bigtree. A Not-Indian. A Not Seminole. A Not Miccosukee."

We're given that information because in that part of the story, Kiwi is keenly aware that he is white and in the minority of his mostly not-white class of students in a GED class. On page 191, we learn about Seminoles ghosts who "haunt" the swamps, and, that Ava's father (Chief Bigtree) envied

...the "real" Indians... in a filial and loving way...

I wonder if there are any Seminole characters in the book? I'll let you know when I get the book. It got rave reviews. RAVE reviews. At the Amazon page, there are blurbs from everyone from Stephen King to the reviewer for Oprah's magazine. I don't see any comments at all about the fact that the family is playing Indian. If they were playing Black, would that be noted?

Two of my recent reviews are about Thanksgiving picture books: The Berenstain Bears Give Thanks, and, Jon Scieszka's Trucksgiving. (Note: A reader wrote to chastise me for having a myopic viewpoint, saying there are more important things to worry about. In a response to that sort of criticism, I've written 'why it matters' as part of the "ABOUT AICL" page.)

Given those two reviews, I've been doing a bit of reading about Thanksgiving and how it is taught. I came across "On Education: Pilgrims, No Thanks in Mohawk County," a terrific article published in the New York Times on November 26, 2003.  (If the link doesn't work, send me an email and I'll send it to you directly.)

In the article, a 6th grade boy says that Thanksgiving is his favorite holiday. That boys name leaped out at me because I've been reading and thinking about Swamplandia! The child's name? Gage Bigtree. He goes to school at St. Regis Mohawk Elementary, a public school near the Canadian border where all 450 students in the school are Mohawk. Here's an excerpt from the article:

It is a fine balance, teaching American history at a public school so different from the mainstream, a place where so much American history is taken personally and negatively. These are young children, and while their teachers -- many themselves Mohawk -- do not want them to be naïve about history, they do not want them embittered, either.

And so a fair amount of time is spent focusing, not on what the Pilgrims did, but on the richness of the Indians' own culture and history. When Mrs. King and Carole Ross attended this school as children in the 1950's and 1960's, students were barred from speaking Mohawk; today, the two women work full time teaching the Mohawk language to every child.

Students learn that centuries before the Europeans arrived and held the ''first Thanksgiving,'' the Mohawks were celebrating nine Thanksgivings a year, commemorating the first running of the sugar maple sap; the first thunder (and warming) of spring; the first strawberries; and the great harvest -- the ninth Thanksgiving and the one that coincided with the Europeans' Plymouth celebration.

This week, each class, from kindergarten to sixth grade, went over the Thanksgiving Address, recited at the start of all ceremonies and played each morning at dawn on the Mohawk Reserve radio station, CKON. They give thanks for the earth, the plants, the fish, the waters, the birds, the nighttime and daytime suns. In first grade, Mrs. King had them name all the types of water they could give thanks for, from bottled water to the St. Lawrence. At Gage's Thanksgiving celebration, his family will recite the address together. ''If we make one mistake -- like my sister messing up, we have to start all over,'' he said.

So. Lots of interesting intersections this week... Thanksgiving, names, playing Indian, real Indians. All of it in the world of children, young adults, their books, and their education.